Content Cum Methodology
Content Cum Methodology
INTRODUCTION
The concept ‘content-cum-methodology was first introduced by the National Council of Teacher Education, New Delhi in the Teacher Education Curriculum. A frame work (NCTE 1978). In 1990 S.B.T.E. stated that all teacher training colleges should start C.C.M. workshops in order to get the coordination between content and methodology. Our university and Aurangabad university included C.C.M.in syllabus
“Content -cum-methodology clearly implies that there will be a meaningful integration of the content and method in term of observable skills developed in the student teacher” NCERT Teaching process includes so many skills. Teacher having mastery over the skills can be a good teacher. But if the integration between content and method will be there the teaching will be more fruitful. The mastery over the content depends upon the knowledge of the teacher in respect of the facts, concepts, principles and theories in his discipline.
Definition of CCM: -
“It is an analytical process of techniques which enables pupil- teacher of pedagogy to understand structure, curriculum, objectives, syllabus etc. as whole.”
NEED FOR CONTENT-CUM-METHODOLOGY
To face the challenges of education in the 21th century the teacher should have the required knowledge of content-cum-methodology. Teachers should know the concept of content-cum-methodology for many reasons.
1. Knowledge of the subject knowledge
2. Knowledge of curriculum and its objectives
3. Subject structure
4. Methods of content analysis
5. Various concepts included in the textbook
6. Relation between content and methods
7. How to integrate the content with methods
8. How to prepare lessons notes using various methods for same content and the same content at various levels
9. Knowledge of the integration
10.Knowledge of the content preparation
11. Knowledge of the content analysis.
CONCEPT AND NATURE OF CCM-
· Integration between knowledge and methodology means content cum methodology.
· The focus is on meaningful integration of content and method in order to deepen understanding of the entire subject means C.C.M.
· Methods are meaningful only when they are taught in relation to content or the subject matter.
· It gives meaningful integration between method and content.
· It requires a deeper understanding of the subject or concepts it is required to teach in the classroom.
· It does not give importance separately to the content and method but to content cum methodology.
· It doesn’t force to teach additional content to the teacher trainees.
OBJECTIVES OF CCM
· To comprehend the subject nature and structure.
· To comprehend the objectives and entire curriculum of the subject.
· To comprehend the relation between curriculum and syllabus.
· To comprehend the relation between syllabus and textbook.
· To analyse the content properly.
· To be aware about different methods for different contents for different standards and vice-versa.
· To integrate content with method meaningfully.
· To teach effectively by using content cum methodology.
· Gain deeper understanding of the concepts to be taught at school level.
For better integration between content and methodology the teacher should know and have a deeper understanding about following concepts.
1. Subject structure
2. Knowledge of curriculum and objectives
3. Syllabus and objectives
4. Text-books
5. Methods of content analysis
6. Various concepts included in the textbook
7. Relation between content and methods
8. How to integrate the content with methods
9. How to prepare lesson notes using various methods for the same content and the same content at various levels.
Structure and Nature of C.C.M
1.Structure of the subject
2. Study of the curriculum with objectives
3. Study of the syllabus with objectives
4. Comparative study of the objectives of curriculum and syllabus
5. Comparative study of syllabus and text book
6. Selection of the content and content analysis
7. Selection of the concept
8. Selection of the method
9. Integration of content and method
10. Proper planning of the lesson
11. Actual teaching
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